The Rewards and Lessons Learned Tutoring ADHD Students: ADD vs ADHD

As we have entered a new century, and certainly a new period in history in terms of our development as a people and as a nation, the fast paced world we live has compounded the myriad challenges professional tutors, particularly tutors specializing in tutoring students with attention deficit disorder, better known as ADD, and attention deficit hyperactivity disorder, better known as ADHD have faced.

Here’s a definition from Wikipedia.

But first, I will add a qualifier:

While many academics and professionals take issue with the use of the Internet, and in particular Wikipedia, both are tools and only as good as the individual wielding those tools. Yes, the Internet and Wikipedia are fraught with mistakes, misinformation, and, well, pure garbage; and yet, both can be incredibly useful tools in the hands of students, academics, and professionals, alike.

And for all of the critics out there?

Well, they better get used to both because we aren’t going back…nor would most of us want to!

Even if you think you know what ADD and ADHD are, it would be a good idea to check this definition out!

So, here it is, as promised:

Attention deficit-hyperactivity disorder (ADHD) is a neurobehavioral disorder[1] characterized by either significant difficulties of inattention or hyperactivity and impulsiveness or a combination of the two. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), symptoms emerge before seven years of age.[2] There are three subtypes of the disorder which consist of it being predominantly inattentive (ADHD-PI or ADHD-I), predominantely hyperactive-impulsive (ADHD-HI or ADHD-H), or the two combined (ADHD-C). Oftentimes people refer to ADHD-PI as “attention deficit disorder” (ADD), however, the latter has not been officially accepted since the 1994 revision of the DSM. ADHD impacts school-aged children and results in restlessness, acting impulsively, and lack of focus which impairs their ability to learn properly.

It is the most commonly studied and diagnosed psychiatric disorder in children, affecting about 3 to 5 percent of children globally[3][4] and is diagnosed in about 2 to 16 percent of school-aged children.[5] It is a chronic disorder[6] with 30 to 50 percent of those individuals diagnosed in childhood continuing to have symptoms into adulthood.[7] Adolescents and adults with ADHD tend to develop coping mechanisms to compensate for some or all of their impairments.[8] It is estimated that 4.7 percent of American adults live with ADHD.[9] ADHD is diagnosed two to four times more frequently in boys than in girls.[10][11] Its symptoms can be difficult to differentiate from other disorders, increasing the likelihood that the diagnosis of ADHD will be missed.[12] In addition, most clinicians have not received formal training in the assessment and treatment of ADHD, in particular in adult patients.[12] Standardized rating scales can be used for ADHD screening and assessment of the disorder’s symptoms’ severity.[13]

ADHD management usually involves some combination of medications, behavior therapy, lifestyle changes, and counseling. Only children with severe ADHD symptoms should be considered for medication as a first-line treatment option. Medication therapy can also be considered for those with moderate ADHD symptoms who either refuse psychotherapeutic options or else fail to respond to psychotherapeutic input.[14]:p.317

ADHD and its diagnosis and treatment have been considered controversial since the 1970s.[15] The controversies have involved clinicians, teachers, policymakers, parents and the media. Topics include ADHD’s causes, and the use of stimulant medications in its treatment.[16][17] Most healthcare providers accept ADHD as a genuine disorder with debate in the scientific community centering mainly around how it is diagnosed and treated.[18][19][20] The National Institute for Clinical Excellence, while acknowledging the controversy, states that the current treatments and methods of diagnosis are based on the dominant view of the academic literature.[14]:p.133

Regarding ADD as a Subtype of ADHD:

Attention deficit disorder (ADD) is one of the three subtypes of attention-deficit hyperactivity disorder (ADHD). The term was formally changed in 1994 in the new Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV) to “ADHD predominantly inattentive” (ADHD-PI or ADHD-I), though the term attention deficit disorder is still widely used. ADD is similar to the other subtypes of ADHD in that it is characterized primarily by inattention, easy distractibility, disorganization, procrastination, and forgetfulness; where it differs is in lethargy – fatigue, and having fewer or no symptoms of hyperactivity or impulsiveness typical of the other ADHD subtypes.

3. DSM-IV subtypes of predominantly hyperactive-impulsive and predominantly inattentive ADHD have not been supported by the empirical data; instead the evidence suggests that the classification of subtypes in ADHD is strongly influenced by method variance (e.g., by differences in informants, instruments, or in the algorithms used for combining information across informants). The consensus is that the existing subtypology is not useful.

a. One question being examined is whether to differentiate ADD from ADHD. ADD would only apply in the near or complete absence of lifetime expression of hyperactive/impulsive symptoms; individuals with appreciable hyperactivity symptoms in childhood would retain the diagnosis of ADHD even if the hyperactivity/impulsivity symptoms were to be in partial or full remission. This is not a simple reversion to DSM-III ADD, since that construct permitted/required symptoms of impulsivity.

b. Alternatively, there could be a single disorder of ADHD comprising the popular conceptions of ADD and ADHD.

c. The decision regarding these two options will turn on our judgment regarding the sufficiency of evidence of clinically meaningful distinctions between non-hyperactive/impulsive ADD and ADHD; also relevant will be estimates of the prevalence of the putative ADD construct.

d. Data being compiled by Work Group members bearing on these issues will shortly be available to provide a stronger basis for these decisions.

In Other Words: ADHD Stays and ADD, well….

At any rate, we all know that information overload is a problem for almost everyone trying to keep pace in this fast paced world. However, there is a certain subset of the population that seems to be struggling. Interestingly, more adults seem to be stepping forward with the same sort of complaints, the same symptoms, many of the ADHD studentsI tutor are plagued with.

Is this a new expression of ADHD or did these men and women have ADHD all along and we just missed it the first time around?

Well, I’d say yes…and yes!

However, there is a qualifier here, as well:

Many of the men and women I see who are complaining of ADHD-like symptoms as they attempt to keep up with their business-lives and/or their undergraduate or postgraduate workload are, in fact, experiencing a severe form of information overload. Information overload as a consequence of the rapid pace of how information is being disseminated…and the pace of living, in general.

In other words, many people—I’d argue most—simply cannot keep up…nor should they!

In today’s interconnected world of iPhones and Androids, iPads and Galaxies, Kindles and Nooks…and they are indeed everywhere…information, and people, are available 24/7/365.

This is indeed an exciting time to be alive!

However, it comes at a price!

Let me ask you a question:

If so many adults appear to be suffering from some sort of information overload version of ADHD, is it really all that surprising that a large and growing subset of our student population would also be exhibiting the same sort of symptoms?

A Qualifier:

This is not to say attention deficit hyperactivity disorder (ADHD) is not a real condition!

In fact, after more than 30 years of tutoring ADHD students from 5 to 55 years of age and beyond (throughout the Cleveland area and in other regions of the country when in school), and unlike some academicians and medical professionals specializing in education and in ADHD, I have little doubt that ADHD is very real.

Tragically, I have also witnessed first-hand the consequences of ADHD. I am utterly convinced that ADHD can, and will, wreak havoc on a student’s life, in and out of the classroom, if ADHD is not properly diagnosed and treated!

Treatment* of Students with ADHD:

a) Diagnosis by a Medical Practitioner Specializing in Treating ADHD in Children and/or Adults

b) Psychological Support when Necessary – Either through a Mentoring Program of through a Psychology Practice with Psychologists and Support Staff Experienced in Working with Children and/or Adults Diagnosed with ADHD

c) Ongoing School Guidance Support through the Guidance Office

d) Regular Meetings with the Student’s Guidance Counselor(s) and Teachers – To Ensure Proper Monitoring and Support

e) A Professional Tutor – A Tutor with Experience Specializing in Tutoring, Mentoring, and Coaching Students with ADD (definition notwithstanding and diagnosis dependent), ADHD, Asperger’s Syndrome, and Other Learning Challenges

The combination of all five components is crucial for ongoing success!

No, all ADHD students will not require psychological support. But that’s a decision that should, whenever possible, be made by the physician and the student’s parents (or the physician and the adult patient).

The fact is, most ADHD students will require ongoing education-based counseling and support. It is easy to fall behind and most ADHD students may not ask for help until they are in trouble…if then! Therefore, once the diagnosis has been made and the medical care assured, the school must be notified and a professional tutor experienced in tutoring ADHD students must be consulted and brought on board.

Ultimately, we are talking about assuring a successful life for the student!

It is crucial that the ADHD student be provided with all of the medical, psychological, and education-based support he or she will require to not only get through their years in school, but to flourish!

Definitions aside, if you think you, your son, or your daughter is in trouble?

They probably are, so don’t hesitate to ask for help!

You can seek for your child at any level in the treatment paradigm…as long as you ultimately cover all of your bases and seek out professionals experienced in tutoring ADHD students.

Professor John Zajaros, founder of Westside Tutoring and Testing Services, has well over 30 years of experience tutoring students with ADHD and at all levels, from pre-school through professional school and postgraduate work.

Professor Zajaroshas also spent years mentoring and coaching businessmen and businesswomen attempting to come to grips with information overload, business building, and diagnosed ADHD in this fast paced world.

If you would like to schedule a consultation, call 440-821-7018 24/7/365 and, if we do not pick up, leave a detailed message with a time and date that is best to call you back and we will do our best to do so.

In every instance, we will call you back within 24 hours!

We Work with Students in All Subjects and at All Levels!

Contact Westside Tutoring & Testing Services Immediately!

Professor John P. J. “Jack” Zajaros, Sr.

440-821-7018

*I am not a medical practitioner. My NSF funded doctoral fellowship and studies at a consortium made up of Columbia University, NYU, CUNY Graduate Center, the American Museum of Natural History, and the New York Zoological Society, in physical anthropology, were primarily focused on “bones!” And specifically on the age-progressive phenomena affecting the spine and sacroiliac joint. However, I have had a lifelong passion for working with students affected with learning challenges (specifically ADHD). It is an avocation that has, and always will be, a huge part of my life. Again, I am not a medical doctor. Seek a medical diagnosis before declaring yourself, your son, or your daughter as affected by ADHD. Be grateful if it is simply information overload…and call me either way, I can help with both!

Professional Tutoring throughout the Cleveland Area for Students from 5 to 55 Years of Age

Tutoring for All Subjects and All Levels: Specializing in the Gifted and Students with ADD and ADHD

Westside Tutoring and Testing Services is an education-based consulting firm focusing on academic support, to include one-on-one tutoring throughout suburban Cleveland.

Call 216-712-7004 (voicemail monitored 24/7/365)

Below you will find a partial list of the subjects Westside Tutoring and Testing Services offers tutoring in. Westside-Tutoring and Testing Services tutors students of all ages, from pre-school and elementary school through graduate and professional school:

Science Tutoring

Earth Science

Physical Geography

General Science (often taught in the freshman year of high school)

Biology

Embryology

Osteology

Anatomy and Physiology

Gross Anatomy

Microbiology

Chemistry

Biochemistry

Physical Chemistry

Organic Chemistry

Physics

Math Tutoring

PreSchool Math

Elementary Math

Middle School Math – General Math

Pre-Algebra

Algebra I

Algebra II

Geometry

Trigonometry

Pre-Calculus

Calculus

Statistics – Beginner through Graduate Level

In tribute to a great math tutor and educator.

We’re sorry to inform you that Henry the Mathman passed away on September 8, 2011.

He was 88.

History Tutoring

World History

US History – Pre-Revolution to 1865

US History – Reconstruction to 1945

US History – Post WWII to Present

Western Civilization – The Golden Crescent to the Fall of Rome

European History – The Fall of Rome through Enlightenment and Revolution

European History – Emerging from Revolution to WWII

European History – The Holocaust in Depth

European History – WWII to Present

Egyptian History

Africa and the Fight for Colonial Power (we can drill down – Africa is a huge continent and topic)

Africa: Emerging from the Yolk of Colonial Power to Present (we can drill down – Africa is a huge continent and topic)

Asia – Focusing on China and Japan (we can also delve into Cambodia, Thailand, Vietnam, etc)

Russia – The Tsars (Peter the Great, the Ivans, Catherine the Great, and the fall of the Tsars)

Russia – The Revolutions of 1905 and 1917 through Perestroika

Russia – The Purges

Russia – From Lenin through Stalin

South American History

MesoAmerican History

Mexican History – Pryamids to the Fall of the Aztecs

Native American History and First Contact

English Tutoring, Grammar Tutoring, and Literature Tutoring

English – Grammar

English – Reading

English – The Essay, Critical and Creative Writing

English – The Research Paper and Technical Writing

African American Literature

American Literature – Prior to 1860

American Literature – 1860 to 1945

American Literature – 1945 to Present

American Literature – The Great American Novel

British Literature – The Greats: Shakespeare, Dickens, Austen, etc.

British Literature – The Industrial Revolution to 1945

British Literature – 1945 to Present

British Literature – The Novel

Humanities Tutoring and More

Anthropology Tutoring

Archaeology

Biological Anthropology

Cultural Anthropology

Forensic Anthropology

Linguistics

Physical Anthropology

Psychology Tutoring

Introductory Psychology

Social Psychology

Child Psychology

Abnormal Psychology

Learning and Cognition in Psychology

Personality Psychology

Sociology Tutoring

Economics Tutoring

Micro-economics Tutoring

Macro-economics Tutoring

Business Management Tutoring

Marketing Tutoring – Across a Broad Range of Topics

Sales Instruction – Want to be a better salesperson?

Learn from one of the best! Results are guaranteed!

Test Preparation

High School Standardized Tests

PSAT

Standardized Tests (there are several used at present – school district dependent)

Undergraduate, Graduate, and Professional School Application Consulting

Application Support – College or university and graduate school or professional school applications must be professional and set you apart!

We can help you do this!

Personal Statement Assistance

Scholarship Application Assistance

Complete Application Support – From targeting the right program through admission

Our program yields results for students focusing on academics and/or athletics!

Reading

Fundamental Reading – For those struggling with the ability to read

Speed Reading – Our most recent student went from 190 words per minute to 1100wpm in 12 weeks! Of course, every student is different and the above mentioned student was and remains highly motivated, but anyone can double, triple, and quadruple their reading speed in 12 weeks.

Our Most Popular Courses by Far: Study Skills and Time Management

Study Skills – Think back to the many courses you’ve had that deal with study skills….

Yeah, that’s our experience too. To date we’ve not had a student who has had a course that taught study skills, much less time management!

In fact, most students can go through 13 to 17 years of education, some students at the best prep schools and universities in the country, and never have a class on how to read faster and with greater comprehension.

Westside Tutoring and Testing Services teaches students to read more effectively in order to get the most out of the material you are reading, whether it’s for some sort of academic pursuit, business endeavor or project, or some other “serious” pursuit because that sort of education is lacking too.

Westside Tutoring and Testing Services teaches students to write well, and in a way that conveys both the student’s thoughts and ideas in a clear and concise manner.

Westside Tutoring and Testing Services teaches students to study for an exam…the right way!

Westside Tutoring and Testing Services teaches students to outline a chapter…again, the proper way!

Westside Tutoring and Testing Services teaches students to do independent research…in a library with real books that require a different sort of attribution….even when taking an independent study course!

And so on….

I think you are getting the idea by now. Westside Tutoring and Testing Services, and its founder and CEO Professor John P. J. Zajaros, Sr., are motivated to one end, to eliminating the need for tutoring services…for anyone! No, it will not happen, not completely and not in our lifetime. But we can make it possible for students to no longer require our services one student at a time.

Kind of like planned obsolescence!

No, we will never be obsolete, at least I hope not.

However, as one of our students discovered, a very bright boy in the local school system’s gifted program, if you apply yourself for a specific period of time—and we mean really commit—you will never need our services for that course again! Sure, you may need a little help here and there, even Michael Jordan had a coach, but you will never need the kind of help you need if you’re about to crash and burn in geometry!

By the way, the student I mentioned above has since moved to Pennsylvania and is doing extremely well! I know this because I received a Father’s Day text from him.

Well, it is a different world, I guess!

Time Management – Begin to take charge of your life as never before!

Whether you are considering this course for a child, perhaps a high school or college student, or for yourself, this course will change your life!

Again, the results are different for each and every student but one thing seems to be universal:

The students graduating from the Time Management course are far and away better off than they were coming in.

Study Skills and Time Management are not taught in the conventional fashion.

We know you know all about “To-Do Lists!” We are going to introduce you to a new way to think. In fact, we will revolutionize the wayyou think…and conduct yourself day-in-and-day-out. No, I am not talking about a lot of new age mambo-jumbo, I am talking about a course that works. In fact, the Time Management course sells out every year. We only take 10 students per year and we do not accept more than ten until someone has move on and is successfully applying our principles…with exciting, even gratifying results.

Why limit it to 10?

We’ll, first and foremost, we want every student to get the most out of the course and out of the instructor. Additionally, and perhaps more importantly, we only have so much TIME!

So, call today, spots always fill up fast as we move closer to the New Year.

For information and/or a free consultation and assessment, call today!

440-821-7018

NOTE: We do not answer the phone while with students, that’s their time! So, if Professor Z or one of his assistants cannot get to the phone, leave a message. We will call you back as soon as we are free, and certainly by the end of the day. Thank you!

Professional Tutoring vs Quick-Fix Tutoring

and

The Eye of the Storm Syndrome

During the initial consultation and assessment, I warn new students and their parents about something I’ve come to know as The Eye of the Storm Syndrome.

The Eye of the Storm Syndrome is very common; and it is, in my opinion, the most difficult hurdle professional tutors have to overcome early in the tutor/student relationship.

Let’s get the Quick-Fix Tutoring out of the way first, though. Quick-Fix Tutoring is what we at Westside Tutoring and Testing Services call putting out fires. It should be fairly obvious what I mean by putting out fires…it’s simply dealing with whatever is next and, usually, what is causing the student the most trouble at the moment.

The Quick-Fix Tutor may be adequate in the short-run, hence the designation as a Quick-Fix Tutor, but they are generally not able to teach students the most important study skills of all:

How to study

How to read actively

How to manage time

How to research

How to outline chapters in order to prepare for an exam

How to think creatively

How to write creatively

How to teach himself or herself…not just during the current school year but long term – So he of she does not need either a professional tutor or one specializing in the quick-fix!

Just ask yourself any one of these very simple questions:

How many courses has your son or daughter had over the course of their entire educational experience that has actually taught him or her how to study…effectively?

STEM aside, if our kids cannot read critically, study actively using a system that works for them, and express themselves effectively…how far will they get?

Have you heard of the effects of primacy and recency?

Is your child overwhelmed by the sheer amount of material thrown at them day-in-and-day-out?

The above-mentioned questions, and skills, are just a few of the questions, skills, and issues a professional tutor and a professional tutoring organization will address with your child...must address…if they’re doing their job(s) right. And in all fairness, the quick-fix tutor will not have the time, or the skill, to address these issues. And again, in all fairness, that is not what they’re being hired for!

So what is The Eye of the Storm? And what does it have to do with hiring a tutor?

To understand The Eye of the Storm, let me walk you through an example. The names, schools, and all the rest are fictitious.

Jake and The Eye of the Storm

Jake Wilson is going into his sophomore year at St. Angelo’s High School for Boys. He comes from a middle-class family and has all the advantages. Everyone in Jake’s family understands the value of a good education and is committed to making sure all of the kids go to college. Not just college but a great school, one that will open doors once Jake graduates. Unfortunately, Jake struggled through his freshman year with a 1. 6 GPA; and, while there is no indication of ADD or ADHD, his parents are concerned and have decided not to wait until Jake struggles through another year before doing something about it.

Many parents are now doing what Jake’s mom and dad are doing, hiring a professional tutor for their son or daughter before they are drowning in bad grades, frustration, and depression. Proactive is the only way to be when it comes to a child’s education, particularly in this competitive world! Good grades and test scores are often the difference between college admission and not being able to attend college at all.

What if Jake fails to be admitted to Miami University (the only real institution in this story), the best public university in Ohio and the one almost every kid from Ohio dreams of attending? So, proactive is the only way to be and, much to his parents’ delight, Jake starts out with a bang!

Jake seems committed, and the professional tutoring he is getting in French, English and Grammar, Geometry, and World History are first rate…everything seems to be clicking. The proactive strategy seems to be paying off.

In fact, the proactive measures, including the hiring of a professional tutor, seem to have made Jake into a “new man!” Jake has worked his way from secretly feeling like something of a failure and being more than a little overwhelmed in his freshman year, to having a real sense of where he is going…all in just a few weeks!

All is good with the world, right?

Nope!

You see, Jake sailed through the initial wall of the storm with the help of his professional tutor!

And Jake was not only receiving academic help during his first few weeks back in school, he was receiving plenty of positive reinforcement, as well.

In fact, Jake received equal parts tutoring and positive reinforcement during each session. Yes, Jake is on his way to becoming a “new man,” but the supports were just now being put in place…and there was still a lot be done.

Jake was in The Eye of the Storm:

His grades were up

His confidence was up

He was taking on more responsibility at home

He appeared to be taking on more responsibility at school

He was being to feel he could go it alone and he was anxious to be his own man

All was right with the world!

You see, in Jake’s mind, and in his parents’ minds as well, the storm had passed. Additionally, Jake wanted more freedom, and mom and dad wouldn’t mind having a bit more money in the checking account. So it was agreed, Jake had made a complete turnaround and would no longer need the help of a professional tutor. If he did need a tutor, he could get the help of one of those quick-fix tutors who work for five bucks an hour…or maybe for free.

Remember: You get what you pay for!

Sure, there were a lot of five-buck-an-hour, quick-fix tutors around, and they wouldn’t require the sort of commitment or the sort of work that professional tutor required!

So all’s Jake with Jake, and he’s free to do his own thing!

Sadly, as the back wall of the storm approaches (i.e., more complex subject matter, term papers, essays, midterms, finals, etc.), Jake can’t bring himself to say anything to his mom or dad, he can’t bring himself to admit that he’s struggling again…because then he’d have to admit defeat. And that is something most students will never do!

The 12 Step programs define insanity as the act of doing the same thing over and over again expecting a different result.

If you ask me about The Eye of the Storm Syndrome and how it compares to The 12 Step definition of insanity, I’d say they’re a bit different. I believe there’s a great deal of wishful thinking: the teenage kind, Jake’s kind; and it’s combined with a sense of relief (i.e., finances, time, etc): the parental kind.

Ultimately, the trajectory of Jake’s sophomore year is based on faulty reasoning and not enough experience, which is understandable!

So what happened?

Jake ran into the back side of the storm.Consequently, getting Jake back on the track he was on(a track to all As and Bs), will cost much more time, money, and effort.

I have had a lot of Jake’s over the past 30 years!

I have worked with a lot of Jake’s parents too!

The saddest thing is that, even after all this time, parents still go down that road. Interestingly, I often tell parents and students about The Eye of the Storm Syndromeduring the initial consultation and assessment, hoping it will make a difference. Sadly, they still fall victim to the Sirens’ call. It’s often due to a combination of factors, many I’ve mentioned above.

The saddest thing about Jake’s story?

Many, many times, the student and the parents, especially the parents, won’t admit they took a wrong turn, that they made a mistake. Consequently, they won’t return to the same tutor, whether it’s me or someone like me (in the same business). Sadly, that does even more damage because, as in Jake’s case, the student quite literally starts back at square one!

And that can be devastating for “Jake!”

Let me know if you have a Jake, I’d love to work with him. I specialize in working with gifted students and students diagnosed with ADD, ADHD, Asperger’s syndrome, and the like. Don’t hesitate to call!

I also tutor students who are just working through a difficult period. We work with students regardless of the subject matter of level.

Finally, we work with students preparing for the PSAT, SAT, LSAT, ACT, GRE, GED, ASVAB, and others. If you don’t see it, ask!

If you need help? Any subject, any level, please call!

NOTE: We do not pick up when with students but we check the voicemail often!

Inspired by a post in the NYTimes.com by ANNIE MURPHY PAUL entitled: The Machines Are Taking Over

I use computers, Khan Academy, calculators, Google translstor, Rosetta Stone, props, maps, outside reading, and anything else I can to reach the students I tutor, mentor, and coach.

I am not at all concerned that computers or some online service will replace me or make what I do obsolete. In fact, I tell every student and/or their parents (depending on the age, of course) that my primary mission is to eliminate the need for my services.

But I will say this, when a student’s mother (a wonderful physician and parent married to another wonderful physician and parent) hugs me and says:“Thank you for saving my son’s life, he wouldn’t have made it without you!” I know what I do will always have a place and that I will work with children for the rest of my life.

The reason I will work with children for the rest of my life has everything to do with the fact that:

1) My son was utterly destroyed by the actions and incompetence of a 4th grade teacher who was more interested in winning a personality conflict she was engaged in with a bright and precocious 8 year old than finding out why he was “so difficult.”

2) A supposedly progressive school system, and its entire guidance counseling system, was also incompetent and incapable of understanding that children with ADD and ADHD, or almost any other learning and/or developmental challenge for that matter, needs to remain in the mainstream, even 30 years ago, that to remove them would do, and in fact did do, irreparable harm.

3) That children of every sort, from the truly gifted to the most developmentally challenged, need love, compassion, understanding, patience, guidance, and dedication if they are to flourish…in spite of any real or perceived hurdles or challenges.

4) That the intangible rewards of working with children are beyond measure…priceless! That will never come in a box or a can!

I lost my son to suicide on July 1, 2012.

I knew my son had been deeply scarred by the way he was treated by the school system his mother and I trusted to do their best by him…the very same school system we had attended years before. Sadly, it wasn’t until after his death that his best friend, a man who, as it turned out, had known my son far better than I did, told me just how devastating his experience had been…how it had weighed on and affected him. So much so that, in the end, the pain had to end.

My son finally took control of his life by ending it on that June/July night. One can argue whether or not it was the right thing to do. Frankly, the point is now moot.

My son was the only good thing in my life for a number of years and I told him that constantly. I guess I didn’t tell him, and show him, enough.

So once again, for my son and for so many others like him, I will continue to work with (tutor, mentor, and coach) children until I can no longer do so; and then, someone else will take my place. I will do my best to connect with, on a HUMAN LEVEL, those children who need my help. Whether it’s a student struggling with ADD, ADHD, Asperger’s syndrome, or some other challenge…I will do whatever I can for as long as I can.

Not a box, not a machine, and not a program or a system…a humane, human being…so no other father has to find out too late that his son or daughter suffered as my son suffered!

It can’t bring my son back but it may keep someone else’s son or daughter here a little while longer….

You can pay me now…

…or you can pay me later!

The same holds true for almost everything in life…but it is especially when it comes to teaching, tutoring, coaching, and even monitoring. Yes, there are a handful of people who are at the top of their game and give back, myself included. But it is also necessary to keep the lights on, feed our families, and keep a roof over their heads.

But I’m getting ahead of myself! Take a look at this blast from the past and then we’ll talk. Okay?

It’s interesting how many people think the ad campaign associated with the above-mentioned quote was a General Motors, Mr. Goodwrench campaign. Ultimately, it really doesn’t matter anymore because, like so many other unique selling phrases, it has grown out of the original context and has become part of our national culture.

“Pay me now or pay me later” has become one of those phrases everyone can relate to, a message that has outgrown its original intent.

Other phrases that speak to being cheap in the short run and having to pay a much greater price in the long run include:

“You get what you pay for!”

“Penny wise and pound foolish!”

This next one is one of my favorites:

“Jumping over $20 bills to pick up pennies!”

And here’s one that has all sorts of meanings and implications…but it also applies here:

“You reap what you sow!”

The purpose of the first part of this post is, or at least should be, transparent.

In fact, all you have to do is type in a few keywords and you’ll have a sense of the wide range in qualifications and fees for tutors in the Northeast and North Central Ohio areas; and, in particular, for tutors serving suburban Cleveland.

Ironically, I am usually not the first tutor most students see. However, in almost every instance, I am the last. Sadly, in to many instances I am the fourth or fifth tutor a struggling student has been subjected to before the full weight of “pay me now or pay me later” kicks in. If that makes the reader a bit uncomfortable, I apologize. Unfortunately, I see to many of the above-mentioned “tutors” advertising themselves as professionals when they are as far from it as one can possibly get and still keep a straight face.

Being sorta good at math and English in high school and/or college does not prepare a “tutor” to work with students who are failing one or more classes…with or without dealing with the added challenges associated with ADD, ADHD, Asperger’s syndrome, or worse!

And it certainly doesn’t justify wasting a student’s time and their parent’s money while they find that out!

Part II: Westside Tutoring and Testing Services Offers Professional ADD and ADHD Tutoring Services for Students throughout Suburban Cleveland and Northeast Ohio!

Westside Tutoring and Testing Services Specializes in Middle School and High School Students, Professional Tutor with More than 30 Years Experience

Westside Tutoring and Testing Services offers tutoring, mentoring, and coaching for students and student athletes from 5 to 65. Professor John P. J. “Jack” Zajaros, Sr. has been tutoring students for more than 3 decades.

This is a partial list of schools, school districts, and cities our students have come from. To list all of the students we have tutored over the years would be impossible:

Akron University Amherst Ashland University Avon Avon Lake Bay Village Beachwood Bedford Berea BGSU Firelands Brecksville Broadview Heights Brookpark Case Western Reserve University Cleveland Cleveland Heights Cleveland State University Columbia Station Cuyahoga Community College Elyria Fairview Park Garfield Heights Huron Independence John Carroll University Kent State University Lake Erie College Lakeland Community College Lakewood Lorain Lorain County Community College Magnificat High School Maple Heights Medina Middleburg Heights Nordonia North Olmsted North Ridgeville North Royalton Olmsted Falls Parma Parma Heights Rocky River Saint Augustine’s Academy Saint Edward’s High School Saint Ignatius High School Saint Joseph’s Academy Seven Hills Seville Shaker Heights Strongsville University Heights University School Ursuline College Vermilion Westlake

And many, many more!

Professor John P. J. “Jack” Zajaros, Sr., “Professor Z” or “Jack” to most of his students, has tutored, mentored, and coached students from kindergarten through graduate and professional school in almost every subject you can think of.

Additionally, Professor Z has helped students study for and pass the following exams (again, a partial list):

GED

Nursing board exams and many of the classes leading up to graduation from nursing school and the exam

The PRAXIS series for individuals entering the teaching profession and seeking teacher certification

United States Armed Forces Aptitude Battery (ASVAB) for individuals attempting to enter the military and qualify for a better job or skill

Ohio Graduation Tests (OGT)

PSAT

SAT

ACT

GRE

LSAT

And so many more!

Professor Z has also helped students:

Overcome test anxiety – for students at every level, from middle school to medical school

Develop study skills – necessary to improve performance

Time management – in order to use time more efficiently

To qualify for scholarships and for participation – for athletics at the high school and college/university level

To meet eligibility requirements – GPA and SAT or ACT scores to qualify for NCAA eligibility

Some of the courses Professor Z has provided tutoring services for over the years include (K through professional school, as well as adult and post grad studies):

Professor Zajaros has helped students with personal statements for competitive high school, undergraduate, graduate, and professional school admission…as well as helping with the application itself.

Westside Tutoring and Testing Services:

Is the logical outgrowth of a lifelong love for learning and teaching. Professor Zajaros’ son, John P. J. Zajaros, Jr. (April 21, 1976 – July 1, 2012), struggled throughout his life with the challenges presented as a result of ADHD. We know so much more about ADD, ADHD, and other learning challenges than we did 3 decades ago.

It has has been Professor Zajaros’goal to reach and help as many students affected with ADD and ADHD as possible…to help as many children and adults as possible overcome this terrible learning disability and move on to a happy and productive life.

With the assistance of teachers, guidance counselors, and other support staff, Professor Zajaros has been able to reach hundreds of children over the years and will continue to do so for the foreseeable future.

In addition to ADD, ADHD, Asperger’s syndrome, and other learning challenges, Professor Z also works with Gifted students and so-called average students, there are no average students, who are struggling to bring their grades up in one or more courses and for any number of reasons.

If you, your son, or your daughter is in need of assistance, call Professor Zajaros today!

There is no time like the present and the longer you wait, the more time it will take. If you anticipate that you, your son, or your daughter is going to have problems with a specific subject or with a number of subjects, there is no time like the present to call for a consultation and assessment.